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Minoritized Students' Internship Experiences in World Languages: A Call for Research.

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Title: Minoritized Students' Internship Experiences in World Languages: A Call for Research.
Authors: Guerreiro-Aires, Mathias1, Garrett-Rucks, Paula1
Source: Dimensions. 2025, Vol. 60, p73-95. 23p.
Subject Terms: *Internship programs, *Minority students, *Educational equalization, Universal language
Company/Entity: National Center for Education Statistics
Abstract: Higher education has undergone important shifts over the past two decades, with U.S. universities placing more emphasis on career readiness and internships becoming an integral part of academia (National Association of Colleges and Employers [NACE], 2021). Moreover, the student population in U.S. universities has become more diverse (National Center for Education Statistics [NCES], 2023), which has drawn more attention to issues of equity and access to career readiness initiatives such as internships (Greenman et al., 2022). Disparities exist for students from historically marginalized racial and ethnic communities, such as Black, Latinx, and Afro-Latinx students, from their White peers not only in internships participation but also in world language courses particularly at upper levels of study (Glenn & Wassell, 2018). Furthermore, little is known about internship experiences that require target language use for world language students, notably about minoritized students' experiences. This position paper summarizes key findings from the literature on internships and career readiness, reports on the disproportionately low number of minoritized students participating in internships and advanced world language study alike and calls for research to be conducted on students' internship experiences in world language programs, especially for minoritized students. [ABSTRACT FROM AUTHOR]
Copyright of Dimensions is the property of Southern Conference on Language Teaching and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Higher education has undergone important shifts over the past two decades, with U.S. universities placing more emphasis on career readiness and internships becoming an integral part of academia (National Association of Colleges and Employers [NACE], 2021). Moreover, the student population in U.S. universities has become more diverse (National Center for Education Statistics [NCES], 2023), which has drawn more attention to issues of equity and access to career readiness initiatives such as internships (Greenman et al., 2022). Disparities exist for students from historically marginalized racial and ethnic communities, such as Black, Latinx, and Afro-Latinx students, from their White peers not only in internships participation but also in world language courses particularly at upper levels of study (Glenn & Wassell, 2018). Furthermore, little is known about internship experiences that require target language use for world language students, notably about minoritized students' experiences. This position paper summarizes key findings from the literature on internships and career readiness, reports on the disproportionately low number of minoritized students participating in internships and advanced world language study alike and calls for research to be conducted on students' internship experiences in world language programs, especially for minoritized students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Dimensions is the property of Southern Conference on Language Teaching and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Internship programs
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      – SubjectFull: Educational equalization
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              Text: 2025
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